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나기연 대한언어학회 1994 언어학 Vol.2 No.-
La, Ki-Yun(1994). A Study on English and Korean Glides. Linguistics, Vol. 2. The purpose of this paper is (i) to suggest that through the universal definition of glides, English glides are divided into onglides and offglides, and their functions and underlying representations are different according to their positions in English syllable structure, (ii) to propose that Korean glides are only onglides, but their underlying and phonetic representation are different in Korean syllable structure, and (iii) to justify the validity of the above second proposal through the discussion of Korean phonological phenomena related to glides. Especially, in the discussion of English and Korean syllable structure, the framework of Levin(1985) is employed for the skeleton tier and the zero feature specification of Hyman(1985) for the underlying representation of glides.
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나기연 全州敎育大學校 初等敎育硏究所 1995 初等敎育硏究 Vol.6 No.-
ㄱThe purpose of this paper is (ⅰ) to explain the phonological differences of two languages through the contrastive analysis of Korean and English consonants, and (ⅱ) to bring up the teaming problems of Korean learners of English in teaming English consonantal pronunciation and propose the effective teaching strategies for solving them. On the basis of the results of the conrastive analysis of Korean and English consonants, the major phenological differences of two lauguages are as follows: (1) Voicing in stops, fricatives and affricates is a distinctive feature in English, but it is not in Korean. On the other hand, aspiration and glottal tension are distinctive features in Korean, but they are not in Eng1ish. (2) English has twenty four(that is, fifteen voiced and nine voiceless) consonant phonemes , but Korean twenty-ones(that is, six voiced and fifteen voiceless) ones. (3) Eng1ish has nine fricatives(that is, /f,v,Θ,ð,s,z,sˇ,zˇ,h/ ), but Korean only three(that is, /s,s',h/). (4) Twelve among the English consonant phonemes (that is, /b,d,g,f,v, Θ,ð,s,z,r,sˇ,zˇ,jˇ/) do not exist in Korean, but nine among the Korean ones(that is, /p^h,t^h,k^h,cˇh,p',t',k',s',cˇ'/) not in English. (5) /p^h,t^h,k^h,cˇ^h/ are phonemes in Korean, but they are positional variants in English. On the other hand, /b,d,g,sˇ,jˇ,r/ are phonemes in English, but they are positional variants in Korean. (6) /ŋ/ does not occur in a word-initial position and /h/ does not occur in a word-final position in both Korean and English. (7) Only two consonants are allowed as consonant clusters in the middle of a word in Korean, while many various consonant clusters are allowed in every position of a word in English. The learning problems of Korean learners of English in learning English consonantal pronunciation are as follows: (1) /p,b,t,d,k,g/ are nasally released before nasals and are laterally released before /l/ in English, but there are no such phenomena in Korean. (2) /l/ is pronounced as dark-[t] before a word-final consonant or at the end of a word in English, but the counterpart sound does not exist in Korean. (3) /n,m,ŋ,l/ become syllabic after consonants with less sonority in English, but such syllabic consonants do not exist in Korean. (4) /t/ can be pronounced as a glottal stop[?] before consonants except /r/ and /w/ or in a word-final position when the next word begins with a consonant in English, but the counterpart sound does not exist in Korean. (5) /p,t,k/ are pronounced as aspirated (p^h,t^h,k^h) in a word-initial position or at the beginning of the stressed syllable in English, but they can be pronounced either with or without aspiration in Korean. (6) /p,t,k,/ are pronounced as unaspirated [p',t',k'] after /s/ or between a stressed vowel and an unstressed vowel in English, but they can be pronounced either with or without aspiration in Korean. (7) /t/ or /d/ can be pronounced as flapped [??] between a stressed vowel and an unstressed vowel in American English, but this does not occur in Korean. (8) /p,t,k,cˇ/ are pronounced as voiced [b,d,g,jˇ] between vowels in Korean, but this does not occur in English. (9) /p,t,k/ are pronounced as unreleased [p^ㄱ, t^ㄱ,k^ㄱ] in a word-final position in Korean, but they can be pronounced as either released or unreleased in English. (10) /p,p^h,p'/, /t,t^h,t',s,s',cˇ,cˇ^h,cˇ',h/ and /k,k^h,k'/ are respectively changed to [m],[n] and [ŋ] before nasals because of nasalization in Korean, but this does not occur in English. In order to learn and teach English pronunciation effectively, we should acquire the correct knowledge of the phonlolgical differences between Korean and English. With this kind of knowledge, the teacher who is teaching English to his students will be able to understand and solve more effectively the above problems that will arise in learning English pronunciation. Otherwise, he will be unable to give satisfactory guidance to those who want to learn English pronunciation.
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나기연 전주교육대학교 1997 論文集 Vol.34 No.-
The purpose of this study is to develop and introduce various effective teaching and evaluation techniques of vocabulary in primary school English education on the emphasis of spoken English for listening and speaking rather than written English for reading and writing. Chapter Ⅱ deals with the classification and learning quantity of vocabulary (Ⅱ.1), the selection standards and presentation stages of vocabulary (Ⅱ.2), the position of teaching vocabulary (Ⅱ.3), and the guiding principles and contents of teaching vocabulary (Ⅱ.4), etc. on the basis of many scholars' prior studies. Chapter Ⅲ develops and introduces various effective teaching techniques of primary school English vocabulary, such as various presentation techniques of vocabulary (Ⅲ.1) - 1) the presentation techniques of using realia or pictures, 2) those of using mimes, actions, or gestures, 3) those of using fairy tales or stories, 4) those of using contrasts or enumerations, 5) those of using explanation or translation, etc.; teaching techniques of basic vocabulary according to parts of speech (Ⅲ.2) - 1) the teaching techniques of basic nouns, 2) those of basic adjectives, 3) those of basic verbs, etc.; and teaching techniques of vocabulary focused on movements or activities (Ⅲ.3) - 1) the teaching techniques of using chants, 2) those of using songs, 3) those of using total physical response (TPR), 4) those of using role-plays, 5) those of using games, etc. In particular, the following word games are introduced - a) "What Do I Do?' game, b) "Pick Up The Card' game, c) "Bingo" game, d) "Odd One Out" game, e) "Word" game, f) "Category" game, g) "Miming" game, h) "Word Chain game, i) "Family Tree game, etc. In general, the principles of good evaluation are as follows : 1) reliability, 2) validity, 3) objectivity, 4) economy, and 5) practicality. Chapter Ⅳ develops and introduces various effective evaluation techniques of primary school English vocabulary according to four linguistic skills - listening, speaking, reading, and writing. The examples of evaluation techniques of primary school English vocabulary are as follows ; 1) listening tests - a) Listen to a word and point to its referent, b) Listen to a word and find out its picture, c) Listen to a word and do action; 2) speaking tests - a) Look at a thing and answer questions, b) Look at a picture and answer questions; 3) reading tests - a) Read a word and choose its definition, b) Read a sentence and choose a missing word, c) Read a word and match its picture; 4) writing tests - a) Dictate a word, b) Look at a thing or picture and write its word, c) Look at cue pictures and write words into a crossword puzzle, etc. In conclusion, the writer suggests the followings. 1) We should choose good primary school English textbooks including appropriate teaching materials so as to help students develop their vocabulary. 2) We should develop teaching aids such as teacher's guides, audio tapes, and video tapes, etc. in order to use them effectively for teaching primary school English vocabulary. 3) Teachers should do their best for developing various effective teaching techniques of primary school English through students' movements and activities in the classrooms.
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나기연 全州敎育大學校 初等敎育硏究所 1998 初等敎育硏究 Vol.9 No.-
The purpose of this paper is (ⅰ) to explain the differences of English and Korean pronunciation as well as the system of English consonants and vowels as the basis of teaching English pronunciation, and (ⅱ) to introduce the problems of Korean primary school learners in learning English pronunciation and propose the practical teaching strategies for solving them in the primary school classroom. In order to teach English pronunciation effectively, primary school English teachers shrould acquire the correct knowledge about the phonological differences between English and Korean as well as the phonetic characteristics of English consonants and vowels. With this kind of knowledge, primary school Eng1ish teachers will be able to understand and solve more effectively the problems that will arise in teaching English pronunciation. Otherwise, they will be unable to give any satisfactory guidance to primary school students who want to learn English pronunciation.
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나기연 ( Ki-yun La ) 대한영어영문학회 1996 영어영문학연구 Vol.21 No.2
Until the 1960s listening and reading had traditionally been regarded as passive skills. Today, listening instruction needs an understanding that listening is not a passive skill, but one that is not only active but also dynamic. Learners need to have instructional opportunities of listening in both two-way and one-way communication. The purpose of this study is to develop and introduce effective techniques for teaching listening in primary school English education on the emphasis of spoken English for listening and speaking rather than written English for reading and writing. Chapter 2 deals with the definition of listening(2.1), the importance of listening(2.2), the levels of listening(2.3), etc. on the basis of many scholars' prior studies. Chapter 3 introduces listening-centered teaching methods such as the Audio-Lingual Method(3.1), the Silent Way(3.2), the Natural Approach(3.3), the Total Physical Responce Approach(3.4), etc. Chapter 4 deals with teaching listening through songs and chants(4.1), teaching listening through games(4.2), teaching listening through dramatic activities of fairy tales(4.3), teaching listening through task-performing activities(4.4), etc. Especially, 4.2 introduces various games for teaching listening such as ’True or false' game, 'Physical response' game, 'Defining a thing' game, 'Drawing a picture' game, 'Simon says' game, ‘Frogs’ game, ‘Odd man out’ game, 'Bingo’ game, 'Whispering’ game, 'Spelling' game, etc. And 4.4 introduces various task-performing activities for teaching listening such as 'Look and listen’, 'Listen and repeat’, 'Listen and do’. ’Listen and draw’, ’Listen for information', 'Listen and write numbers or names’, 'Listen and underline a picture', 'Listen and draw lines', 'Listen and put hands on the clocks’, 'Listen and find the mistakes’, etc. The teacher must provide affluently primary school students with comprehensible language input materials arousing their interests and concerns on the basis of listening comprehension activities rather than coercive speaking activities. And he will have to integrate various teaching methods and develop new techniques for teaching listening with his active and creative attitude in the future.
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